IMPROVING STUDENTS’ WRITING SKILL IN … students’ writing skill in descriptive text ... tudents’writing skill in descriptive text using video ... lesson plan

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

IMPROVING STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

USING VIDEO THROUGH THINK PAIR SHARE METHOD

(A Classroom Action Research at the Eighth Grade of SMP Negeri 5 Cepu in

the Academic Year of 2014/2015)

Ageng Jauhar Bani Waluyo

X2211003

A THESIS

Submitted to the Teacher Training and Education Faculty of

SebelasMaret University to Fulfill One of the Requirements to

Obtain the Undergraduate Degree of Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAININGAND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

i


commit to user

ABSTRACT Ageng Jauhar Bani Waluyo. X2211003, “IMPROVING STUDENTS’WRITING SKILL IN DESCRIPTIVE TEXT USING VIDEO THROUGH THINK PAIR SHARE METHOD (A Classroom Action Research at the Eighth Grade of SMP Negeri 5 Cepu in the academic Year of 2014/2015)”. A thesis. Surakarta: Teacher Training and Education Faculty. SebelasMaret University, Surakarta, 2015. The objectives of the research are: (1) to identify whether or not and in what extent video through Think Pair Share (TPS) method enhances Students’ writing skill; and (2) to describe the class climate when video through TPS method is implemented in writing class. The research wascarried out at SMP Negeri 5 Cepu, Blora. Itwas conducted from November 12th untilDesember 4th 2014. The subject of the research is the students of class VIII E of SMP Negeri 5 Cepu, Blora in the academic year of 2014/2015.The research was conducted in two cycles, each cycle consisted of four meetingsIt applied the use of video as the medium and TPS as the method for teaching writing. The qualitative data were collected through observation, interview, and questionnaires. The quantitative data were collected using test. Those qualitative datawere analyzed by qualitative methods; assembling the data, coding the data, comparing the data, building interpretations, reporting the outcomes. Meanwhile, the quantitative data were analyzed by calculating the mean score of pretest, test 1 andpost test. The research findings show that the use of video through TPS method can enhance the students’ writing skill and lead the class climate of writing class better than the situation prior to the research implementation. The improvement of students’ writing skill includes: (1) stating the main idea of their writings ; (2) applying the appropriate words to express their ideas ; (3) ordering words into sentences correctly (4) writing the words in correct spelling ; and (5) making a text in correct generic structure. The class climate also improves, the students: (1) are active and pay attention to the teacher’s explanation; (2) do not mind their personal businesses anymore; (3) do not do useless noise during the class activity (4) are interested in the lesson, they take part in all activities and keep focus in the lesson. In addition, the students’ mean score also improved which can be seen from their writing mean score of pre test, test in cycle 1, and cycle 2, that is 50.40, 70.11, and 78.38, the last mean score is higher than KKM which is 70.00. Finally, it can be concluded that the use of video through TPS method can improve the students’ writing skill and the class climate. Keywords: writing, desriptive text, video, Think Pair Share method, action

research

ii


commit to user

iii


commit to user

iv


commit to user

v


commit to user

MOTTO

“Most people say that is it is the intellect which makes a great scientst. They are wrong: it is character”

Albert Einstein

vi


commit to user

DEDICATION

This thesis is dedicated to:

• My beloved father and mother • My beloved brother

vii


commit to user

ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Praise be to Allah SWT who has given His blessing

to me so that I can complete the writing of this thesis. In this occasion, I would

like to express my deepest gratitude and appreciation to the following:

1. Prof. Dr. Joko Nurkamto, M.Pd the Dean of Teacher Training and Education

Faculty, for his approval of this thesis.

2. Dr. Muhammad Rohmadi, M.Hum the Head of the Art and Language

Education, and Teguh Sarosa, S. S, M. M, the Head of English Department of

Teacher Training and Education Faculty, for their advice and their approval

of this thesis.

3. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D, the first consultant and Dr. Abdul

Asib, M.Pd, the second consultant for thesis guidance and patience during the

process of writing this thesis. The readiness in helping me when they were

very busy with their task from institution was really invaluable, I believe that

without their guidance, support, and supervision, I cannot finish this thesis.

4. Kusmini, S.Pd, M. M,the headmaster of SMP Negeri 5 Cepu, Blorawho had

given the permission to carry out the research.

5. Irba Komandoko, S.Pd the English teacher of SMP Negeri 5 Cepu, Blora

who has helped me to do the research.

6. The VIII E students of SMP Negeri 5 Cepu, Blora who have participated well

during the research.

Although this thesis has been printed, I accept every comments and

suggestions. Finally, I expect that this thesis will be beneficial for those who read

it.

Surakarta, Februari 2015

Ageng jauhar Bani Waluyo

viii


commit to user

TABLE OF CONTENTS

Title ............................................................................................................. i

Abstract ....................................................................................................... ii

Pronouncement ........................................................................................... iii

The Approval of the Consultants ................................................................ iv

The Approval of the Examiners .................................................................. v

Motto ........................................................................................................... vi

Dedication ................................................................................................... vii

Acknowledgement ...................................................................................... viii

Table of Contents ........................................................................................ ix

List of Tables .............................................................................................. xii

List of Figures ............................................................................................. xiii

List of Abbreviation .................................................................................... xiv

List of Appendices ...................................................................................... xv

CHAPTER I INTRODUCTION ................................................................. 1

A. Background of the Study ................................................ 1

B. Problems Statements ........................................................ 5

C. The Objectives of the Study ........................................... 5

D. The Benefits of the Study ............................................... 5

CHAPTER II LITERATURE REVIEW ..................................................... 7

A. The Concept of Writing ................................................... 7

1. The Definition of Writing ........................................... 7

2. The difficulties of Writing ......................................... 8

3. The Purpose of Writing ............................................... 8

4. Process of Writing....................................................... 9

5. Criteria for Good Writing ........................................... 10

6. Micro & Macro Skill of Writing ................................. 11

7. Construct of Writing skill ......................................... 12

8. Writing Assessment .................................................... 13

B. The Types of Text ............................................................ 15

ix


commit to user

1. The Types ofText ........................................................ 15

2. DescriptiveText ........................................................... 15

C. Video in Languange Teaching ........................................ 17

1. Definition of Video ..................................................... 17

2. The Importance of Video In Language Learning ....... 17

3. Categories of Video In Language Learning ................ 17

4. The Advantages of Video ........................................... 18

5. Teaching Writing Using Video ................................... 19

D. Review of Think Pair Share Method ............................... 20

1. Definition of Think Pair Share Method ...................... 20

2. The steps of Think Pair Share Method ..................... 21

3. Think Pair Share Method Improves Writing Skill ...... 22

4. Teaching Using Think Pair Share Method ................. 24

5. Teaching Writing Using Video and TPS Method ..... . 24

E. Review of Related Research........................................... . 26

F. Rationale ......................................................................... 28

CHAPTER III RESEARCH METHOD ...................................................... 31

A. Context of the Research ................................................... 31

B. ResearchMethod .............................................................. 31

C. Techniques of Collecting Data ........................................ 36

D. Techniques of Analyzing Data ........................................ 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................. 40

A. Introduction ..................................................................... 40

B. Pre research ..................................................................... 42

C. Implementation of the Research ..................................... 44

1. Cycle 1 ........................................................................ 44

a) Planning ................................................................. 44

b) Acting .................................................................... 45

c) Observing ............................................................... 49

d) Reflecting to the Action ......................................... 51

e) Revising the Plan ................................................... 52

x


commit to user

2. Cycle 2 ........................................................................ 52

a) Planning ................................................................. 53

b) Acting .................................................................... 53

c) Observing ............................................................... 57

d) Reflecting to the Action ......................................... 58

D. Research Findings ........................................................... 59

1. The Improvement of Students’ Writing Skill ............. 59

2. The Improvement of the Class Climate ...................... 62

E. Discussion ....................................................................... 62

1. The Implementation of Video Through TPS Method

Improves the Students’ Writing Skill ......................... 62

2. The Implementation of Video Through TPS method

Refines the Class Climate ........................................... 63

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION .... 65

A. Conclusion ...................................................................... 65

B. Implication ...................................................................... 66

C. Suggestion ....................................................................... 66

BIBLIOGRAPHY ....................................................................................... 68

APPENDICES ............................................................................................. 70

xi


commit to user

LIST OF TABLES

Table 2.1 Analytic scale for rating composition tasks ................................ 14

Table2.2The scoring rubric ......................................................................... 15

Table 3.1 Time of the research .................................................................... 31

Table 4.1 The research procedure ............................................................... 41

Table 4.2Pre test average score .................................................................... 43

Table 4.3 Mean score of each writingindicators in pretest .......................... 43

Table 4.4 The result of the pre test andtest 1 ............................................... 49

Table 4.5The result of each indicator in pre test and test 1 ........................ 50

Table 4.6 Change of class situation before and after cycle 1 ....................... 51

Table 4.7 The result of pre test, test 1 and post test .................................... 57

Table 4.8 The result of each indicator in pre test, test 1 and post test ........ 57

Table 4.9 Students’ progress during cycle II ............................................... 58

xii


commit to user

LIST OF FIGURES

Figure 3.1 Process of Action Research………………………………. 33

xiii


commit to user

LIST OF ABBREVIATION

SMP : Sekolah Menengah Pertama

Depdiknas : Departemen Pendidikan Nasional

ICT : Information and Communication Technology

LCD : Liquid Crystal Display

TPS : Think Pair Share

CAR : Classroom Action Research

AJBW : Researcher

IK : Teacher

xiv


commit to user

LIST OF APPENDICES

Appendix 01 : Syllabus ............................................................................... 71

Appendix 02 : List of students’ name at VIII E .......................................... 96

Appendix 03 : Transcript of pre research interview with the teacher .......... 97

Appendix 04 : Transcript of pre research interview with the student .......... 99

Appendix 05 : Sample of preresearch questionnaire ................................... 103

Appendix 06 : Recapitulation of preresearch questionnaire ........................ 105

Appendix 07 : The result of pre research questionnaire .............................. 106

Appendix 08 : The example of pre test ........................................................ 107

Appendix 09 :Recapitulation of students’ pre test ....................................... 109

Appendix 10 :Lesson plan ............................................................................ 116

Appendix 11 : The example of test 1 ........................................................... 136

Appendix 12 : Recapitulation of students’ test 1 ......................................... 138

Appendix 13 : The example of post test ...................................................... 145

Appendix 14 : Recapitulation of students’ post test .................................... 147

Appendix 15 : Field note .............................................................................. 154

Appendix 16 : Transcript interview with the teacher (after research) ......... 171

Appendix 17 : Transcript interview with the students (after research) ........ 173

Appendix 18 : Sample of ended questionnaire ........................................... 177

Appendix 19 : The recapitulation of ended questionnaire ........................... 178

Appendix 20 : Legalization .......................................................................... 179

Appendix 21 : Photograph ........................................................................... 184

xv

Documents

IMPROVING STUDENTS’ WRITING SKILL IN … students’ writing skill in descriptive text ... tudents’writing skill in descriptive text using video ... lesson plan